Black Girls and Women in K-12 Educational Settings: A Content Analysis of Publications in Selected Journals from 2000–2015

Young, Jemimah L.

doi:10.1007/s11256-020-00582-y

Cited by 7 publications

(3 citation statements)

References 76 publications

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“…We also searched ProQuest Dissertations and Theses A&I because dissertations were not part of the exclusion criteria until our first screening. Second, we collected relevant references cited across eight articles that were reviews of research on Black girls in school settings (Addington, 2021; Chavous & Cogburn, 2007; Ireland et al, 2018; Joseph et al, 2017; Muhammad & Haddix, 2016; Neal-Jackson, 2018; Pinder & Blackwell, 2014; Young, 2020). Third, we hand searched five journals we noted during the design of the project had three or more publications on Black girls and school discipline come up in googlescholar: Anthropology and Education Quarterly; Journal of Negro Education; Race Ethnicity and Education; Urban Education; and Urban Review .…”

Section: Methodsmentioning

confidence: 99%

“…Fortunately, there is a growing body of research on Black girls' experiences in school (e.g., Gibson et al, 2019;Morris, 2016Morris, , 2022Murphy et al, 2013;Neal-Jackson, 2018;Patton et al, 2022;Pinder & Blackwell, 2014;Young, 2020). The burgeoning research showed that, as a whole, school staff punished Black girls for offenses that were minor, ambiguous, and linked to notions of what they deemed as appropriate feminine behavior (Morris, 2007;Morris & Perry, 2017;Neal-Jackson, 2018); and school staff tended to view a Black girl who were assertive or passionate as being combative and worthy of punishment (Hines-Datiri & Carter Andrews, 2020;Morris, 2007;Murphy et al, 2013;Neal-Jackson, 2018).…”

Section: Black Girls' Experiences In Schoolmentioning

confidence: 99%

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“They Do Us Wrong”: Bringing Together Black Adolescent Girls’ Voices on School Staff’s Differential Treatment

Griffith

2023

Journal of Black Psychology

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During adolescence, Black girls face the developmental task of achieving a positive identity while developing skills to navigate hostile contexts, including schools. This study brings together quotes on student-staff interactions extracted during a qualitative meta-synthesis ( n = 64 quotes) to discuss how Black adolescent girls interpret being treated differently by staff. Black adolescent girls described differential treatment occurring because of one’s: (a) race such as Black students being treated less humanely and punished more severely; (b) gender such as staff inadequately responding to sexual harassment; (c) intersection of race and gender such as staff inequitably applying the dress code; and (d) perception of the individual such as staff viewing one as a “bad” student. It appeared that differential treatment largely rooted in one’s perceived racialized/gendered identity negatively impacted Black girls and simultaneously provided little recourse for addressing differential treatment, likely undermining their sense of school belonging. This study brings together the voices of Black adolescent girls published across articles to focus specifically on the process of differential treatment within student-staff relationships.

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Section: Methodsmentioning

confidence: 99%

Section: Black Girls' Experiences In Schoolmentioning

confidence: 99%

“They Do Us Wrong”: Bringing Together Black Adolescent Girls’ Voices on School Staff’s Differential Treatment

Griffith

2023

Journal of Black Psychology

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“…In the modern era, we see problems that have their roots in the history of educational inequity still affecting Black women to this day. Young (2020) noted the lack of academic literature centering around the educational experiences of Black girls, particularly at the K-12 grade levels. However, schools in areas that primarily educate Children of Color are still grossly underfunded in comparison to their peers.…”

Section: Education Of Black Women In the Modern Eramentioning

confidence: 99%

By Any Means Necessary: A Brief Educational History of Black Women and Girls in the United States

Hutson

2022

Journal of Critical Thought and Praxis

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The intersection of race and gender can cause the intricacies of some stories to be obscured. This phenomenon is evident in the case of Black woman and their educational history in the United States. This essay seeks to outline a brief overview of educational history in the United States in comparison with the education of Black women at three time periods: The Colonial Era and Slavery, Jim Crow and Segregation, and the Modern Era. It will briefly highlight the differences in educational opportunities during these times. It additionally seeks to present a counternarrative to the whitewashed stories presented within the context of educational history, while highlighting the role of racial trauma in the history and education of Black women and girls. It will simultaneously celebrate the resilience of Black women and girls while acknowledging the unjust system that aided in creating the necessity for this resilience. Finally, this essay will suggest potential future directions for policy and research so that Black women may realize educational equity in the present and the future, despite the injustices of the past.

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Places of freedom or entrapment? Black adolescent girls’ school experiences

Katz

Acquah

2022

International Journal of Qualitative Studies in Education

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Black Girls and Women in K-12 Educational Settings: A Content Analysis of Publications in Selected Journals from 2000–2015

Cited by 7 publications

References 76 publications

“They Do Us Wrong”: Bringing Together Black Adolescent Girls’ Voices on School Staff’s Differential Treatment

“They Do Us Wrong”: Bringing Together Black Adolescent Girls’ Voices on School Staff’s Differential Treatment

By Any Means Necessary: A Brief Educational History of Black Women and Girls in the United States

Places of freedom or entrapment? Black adolescent girls’ school experiences

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